Creating positive attitude and behaviors in individuals towards the environment he/shelives in, outdoor teaching aims at bringing the individual together with unwritten evidences by making use of historical environment and resources when considered especially within the scope history and social studies teaching. Using relational screening model, this study aimed at investigating preservice history and social studies teachers' perceptions of outdoor history teaching in terms of different variables. The participants were composed of 265 preservice teachers studying at two different universities in Turkey during 2016-2017 academic year. Outdoor History Teaching Perceptions Scale (OHTPS), which was developed by Yazıcı and Yıldırım (2017) and aimed at determining the teachers'/preservice teachers' perceptions of outdoor history teaching, was used as the data collection tool. Within the framework of this study, preservice history and social studies teachers' perceptions of outdoor history teaching were investigated in terms of gender, university, department, GPA, and appointment status after graduation. As a result of the study, it was found that preservice social studies teachers obtained higher scores from the subscales of outdoor history teaching awareness, knowledge, and competency, and from the complete scale than preservice history teachers.

This study aims at assessing the educational programs of the Royal Botanical Garden, Edinburgh with respect to cognitive and affective domain outcomes. For this reason, content analysis of schools' education programme, teachers' packs, and worksheets was done with the taxonomy of educational objectives by Ministry of National Education, Turkey. The results showed that the programs made use of cognitive and affective domain outcomes in various respects. Suggestions to both schools and informal learning institutions were made according to the program design and evaluation criteria. Uma análise de resultados cognitivos e afetivos dos programas educacionais do Jardim Botânico Real de Edimburgo RESUMO Este estudo tem como objetivo avaliar os programas educacionais do Jardim Botânico Real (Royal Botanical Garden) de Edimburgo no que se refere aos resultados do domínio cognitivo e afetivo. Por esse motivo, a análise de conteúdo do programa de educação escolar, dos pacotes de professores e das fichas de trabalho foi feita com a taxonomia de objetivos educacionais pelo Ministério da Educação Nacional, Turquia. Os resultados mostraram que os programas utilizaram os resultados do domínio cognitivo e afetivo em vários aspectos. As sugestões para escolas e instituições de aprendizagem informal foram feitas de acordo com os critérios de design e avaliação do programa. Palavras-chave: Educação informal. Educação Científica. Jardim Botânico. Currículo. Avaliação de programa. Domínio cognitivo. Domínio afetivo.

Özet Araştırmanın amacı, fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşlerinin ortaya çıkarılmasıdır. Araştırmada nitel araştırma desenlerinden olgu bilim tercih edilmiştir. Bu bağlamda bu çalışma için amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubu, on fen bilimleri öğretmeninden oluşmaktadır. Araştırma verileri, yarı yapılandırılmış görüşme soruları ile elde edilmiş ve içerik analizine tabi tutulmuştur. Araştırma sonunda öğretmenlerin okul dışı öğrenme ortamlarındaki yaşantılarına ilişkin görüşleri ile ilgili beş temaya ulaşılmıştır. Bu temalar, "fen bilimleri dersine katkıları, öğretmene katkıları, öğrenciye katkıları, karşılaşılan zorluklar ve tercih edilmeme nedenleri" olarak ortaya konmuştur. Fen bilimleri öğretmenleri yapılan görüşmelerde, okul dışı öğrenme ortamlarındaki etkinliklerin fen derslerinde öğrenilen bilgilerin uygulanmasına imkân tanıdığını, fen okuryazarı bireyler yetiştirilmesine katkı sağladığını ve bireysel farklılıklara uygun öğrenme ortamı oluşturabildiklerini ancak disiplin sağlama, ulaşım, beslenme vb. zorluklarla da karşılaştıklarını ifade etmişlerdir. Öğretmenlerin yaşadıkları zorlukları azaltmak amacıyla okul dışı öğrenme ortamlarının bileşenlerinden olan aile, okul idaresi ve öğrencilere yönelik araştırmaların artırılması ve bu bileşenler arasındak iletişimin güçlendirilmesinin önemli olduğu düşünülmektedir. Anahtar Kelimeler: Okul dışı öğrenme ortamları, Fen bilimleri öğretmenleri, Olgu bilim.

When teachers organize planned and systematical out-of-school learning activities, students can understand the abstract and complex terms and topics better and therefore meaningful and deeper learning can occur. Within this context this study aims to develop a valid and reliable scale to determine the attitudes, behaviors, efficiency and competence of the teachers while teaching science on using the out-of-school learning environments supporting the in-class educational activities. The scale was administered to 520 teachers to evaluate the validity and reliability. An expert opinion was asked for the face and content validity of the scale and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were made for the construct validity. The results of the EFA displayed that the scale includes 24 items under 4 different factors. After the EFA, CFA was made to verify the structures of the scale. The fit indexes obtained from CFA were acceptable. Therefore, it was inferred that the items of the scale were in accordance with the related models. Besides, the Cronbach's Alpha coefficient was calculated as .89. The analyses and obtained values revealed that the scale is valid and reliable.

The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the sample of the study. For this purpose, within the scope of a five-day long project, the students were presented with hands on activities, laboratory practices, outdoor practices, creative drama, planetarium and observatory activities to enable them to view science and nature from different views. The study was designed as one group, pre-test post-test experimental research. Attitudes scale towards Science lesson and Torrance Creative Thinking Test Verbal A-B forms were used as pre-test and post-test. In addition, open-ended interview form was used in order to find out the students' views on the project. For the analysis of quantitative data, non-parametric tests Wilcoxon signed ranks test and Mann Whitney-U test were used while a parametric test, t-test for dependent and independent samples was used for creative thinking test scores. For qualitative data analysis, content analysis method was used. The results of the study showed that the project was effective in increasing the students' attitudes towards the subject of science and their levels of creative thinking; at the same time it was found that using different learning environments attracted the students' interests on learning science and affected them positively towards science.